| Autor: |
Rahner M; Abteilung Qualifikations- und Curriculumforschung, Institut für Public Health und Pflegeforschung, Universität Bremen, Deutschland., Luderer C; Institut für Gesundheits- und Pflegewissenschaft, Medizinische Fakultät, Martin-Luther-Universität Halle-Wittenberg, Deutschland. |
| Jazyk: |
němčina |
| Zdroj: |
Pflege [Pflege] 2023 Apr; Vol. 36 (2), pp. 95-104. Date of Electronic Publication: 2022 Jan 13. |
| DOI: |
10.1024/1012-5302/a000857 |
| Abstrakt: |
Stress experience of teachers in nursing education: A qualitative survey Abstract: Background: Teachers in nursing operate in a special area of tension. In addition to the demands of teaching, stress factors arise out of the nature of nursing. Aims: The main question is how teachers in health care and nursing describe their professional stress experience. Supportive and stressful factors as well as coping strategies of the teachers should be identified and described. Methods: This is descriptive qualitative research. Twenty-six guideline-based telephone interviews were conducted with nursing teachers in northern Germany. After transcription these were subjected to qualitative content analysis according to 21-2Mayring (2015). Results: The teachers in nursing indicate varying degrees of professional stress. Main aspects are general conditions, high workload, misconduct and problems of students and cooperation with the collegial team and school management. The proximity to the professional field of nursing has both mitigating and reinforcing factors on the experience of stress. Conclusions: Stress experience is described by the teachers in the context of a lack of support and appreciation of professional performance. In order to maintain the high level of motivation and identification with nursing and the professionalization of nursing, and to ensure high-quality education, teachers need support in the form of solid personnel, material and space resources, as well as more visible recognition of their work. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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